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  • 1.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Bagley, Carl
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Changing teacher education in Sweden: Using meta-ethnographic analysis to understand and describe policy making and educational changes2014In: Teaching and Teacher Education: An International Journal of Research and Studies, ISSN 0742-051X, E-ISSN 1879-2480, Vol. 44, 160-167 p.Article in journal (Refereed)
    Abstract [en]

    This article derives from policy ethnographic research on teacher-education change in Sweden concerning the development of a unified profession with a common professional-knowledge base. This was a social democratic government policy for teacher education from the 1950s up until 2007, when the newly elected right wing government turned away from unification and toward re-traditionalisation. Based on a meta-ethnographic analysis of the policy ethnographies the article illustrates resistance toward unification and raises critical questions concerning the intellectual foundations and integrity of reform processes. Attempts are also made to locate the disclosures in relation to international research.

  • 2.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Eriksson, Anita
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Changing teacher education in Sweden2011Conference paper (Refereed)
    Abstract [en]

    Despite attempts through official policy over the past forty years and up to the end of the first decade of the new millennium to ‘unite’ teacher education and provide a common teacher education programme for all teachers with a common professional scientific knowledge content, as in many other countries teacher education in Sweden today is still currently subjectively structured in accordance with a vertically and horizontally differentiated school system that gives rise to different teacher educational traditions and different ways of perceiving what characterizes the teachers’ mission and professional expertise. Moreover, recent developments are reinstating this distinction even at an objective level of formal policy. The present paper discusses and illustrates these issues based on data from three separate ethnographic studies of teacher education over the past twenty five years by the authors. This research constitutes thus a series of policy ethnographic investigation across three decades of policy making in Swedish teacher education.

  • 3.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Authoritative Knowledge in Initial Teacher Education: Studying the Role of Subject Textbooks through Two Ethnographic Studies of Mathematics Teacher Education.2012In: Journal of Education for Teaching, ISSN 0260-7476, E-ISSN 1360-0540, Vol. 38, no 2, 115-125 p.Article in journal (Refereed)
    Abstract [en]

    Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.

  • 4.
    Beach, Dennis
    et al.
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    The Politics of Textbook Use: An Ethnographic Investigation2010Conference paper (Refereed)
    Abstract [en]

    The subject textbook has been studied and described by amongst others Michael Apple (Apple 1991 and John Dewey (Dewey 1966). However, as yet little attention has actually been paid tothis artefact in use and to its role in definingwhose culture is taught and learned and what the mechanisms of this process are. By ethnographically studying the use of textbooks in everyday educational interchanges we contribute insight into these processes based on an investigation of the use, content and effects of subject textbooks in mathematics in the subject studies education in pre-service mathematics education courses. Dewey and then later Apple regarded textbooks as instruments for the moral regulation of (subordinated) individuals (i.e. pupils) in the struggle by powerful groups to build political and cultural accord within various levels of society. This political, economic, ideological or cultural power, they also noted, was exerted by dominant groups over others regardless of the explicit consent of the latter. This has also been suggested by amongst others Judy Trecker (Trecker 1973) and in de Castell et al (eds) (1989). However, as these authors also note, the curriculum of the school and other education institutions – like the university and its teacher education programmes (Beach 1995, 1997, 1999, 2000) - does not represent neutral knowledge, so textbooks are also potential sites of popular resistance toward the interests underlying official knowledge with a potential for developing alternative ideas and ideologies (Stubbs 1996). What comes to count as legitimate knowledge is the result of complex powerrelations, struggles, and compromises among different classed,raced, gendered, and religious groups around the messages, values, implicit ideologies and recognized possibilities in educational texts (Trecker 1973, Apple 1992).

  • 5.
    Eriksson, A
    et al.
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, C
    University of Borås, School of Education and Behavioural Science.
    The Impact of Performativity on Prospective Teachers Learning Strategies and Professional Development2014Conference paper (Refereed)
    Abstract [en]

    In recent years a flood of interrelated reform-ideas with the main intention to reorient educational systems has been spread across the globe (Ball, 2003). These reform ideas are according to Ball (2003) embedded in three interrelated policy technologies or discoursers; the market, managerialism and performativity (p215), that has become an important part in aligning the educational system organisation with systems that traditionally belongs to the private sector. In this process the educational system and teacher education have become a political battleground geared to ideological transformations of society (Apple, 2001, 2009) which has had many consequences not at least for teaching and learning in education institutions. The Swedish school system and teacher education has, as in many other countries, undergone major political and policy-related changes in the last decades. In Sweden this has meant that knowledge of facts in subjects and knowledge about how to make these facts relevant to learn and reproduce by pupils was given a key position and an increased demand on examinations and tests in these subjects (Bender, 2013; SOU 2008:109, 2008). In this chapter the Swedish Teacher education will be taken as a critical case and the focus will be on the performative discourse in terms of tests and evaluations. The aim with this paper is to make visible how the on-going process of education within teacher education and its performative demands affect student teachers learning strategies and professional development. The intention is to analyse, make visible and try to understand how the examination tasks control what counts as legitimate knowledge for student teachers for their future work as teachers in compulsory school. The following questions will be given special attention: What meanings and understanding are generated through these examinations? How do the students handle examinations tasks? What consequences might this have on student teacher professional knowledge development? The foundation for the paper is a ethnographical meta-analysis of two studies (Eriksson, 2009; Player-Koro, 2012) within teacher education carried out between 2004-2009. The reanalysis involving comparisons across our projects in an attempt to identify and synthesise key elements from these investigations (Beach, Eriksson, & Player-Koro, 2013). These key elements are then used as ‘data’ together with extracts aimed at illustrate arguments and question emerging claims. In the present case it is mainly extracts of and summaries from educational arrangements and educational effects but also extracts of and summaries from official policy that figure in data. Most material is from observations of natural occurring conversations in or close to actual class/lecture-room contexts. The reanalysis was characterised as an interactive process between researchers, the data and theory (Jeffrey & Troman, 2004). In this process Bernstein´s (2003) concept of the pedagogic device has been used. The pedagogical device refers to a concept and set of rules, distributive rules, recontextualizing rules and evaluative rules, describing how the regulation of consciousness takes place through communication in a pedagogical practice. The pedagogic device refers in this sense to the process where knowledge is transformed into pedagogic communication through the embedding of two discourses, the instructional discourse within the regulative discourse that together forms the pedagogic discourse that constitute the rules by or through which pedagogical subjects (in this case student teachers) are created. The whole purpose and meaning of the device is, according to Bernstein, condensed in the continuous evaluation going on in pedagogical practices. This means that examinations structure the form and content and the social interactions within the pedagogical practice. Bernstein´s (2003, p 156) distinction between two fundamental forms of knowledge discourses; vertical and horizontal discourse that reflects a dichotomy between scientific- and common-sense knowledge was also important for the analysis. Method In both studies (Eriksson, 2009; Player-Koro, 2012) it was found that a performative discourse has had major consequences for student teachers strategies and development of their professional knowledge base. The performative practice seemed to move the professional knowledge base toward weak structures (weak grammar, poor insulation, indistinct concepts, local regulation), a knowledge form that is described by Bernstein (2003) as horizontal discourse. In both studies the main data was produced through detailed situated investigations based on long-term study of practices within different kinds of teacher education contexts. Eriksson´s fieldwork lasted for 1,5 year in 2004-2005 and the participants consisted of prospective teachers aimed for teaching of younger children (school year 1-6) and teacher educators. Player-Koro´s fieldwork covered over four years of investigation, 2007-2010. The participants involved were prospective mathematics teachers for older children (school year 4-9) and their teacher educators. Participant observations from different teaching situations together with interviews with students involved in these educational settings formed the main body of data. The fieldwork was grounded within the interaction between students and teachers as well as between students, as for example, in the lecture hall, seminar room, mentoring group meetings and study groups. Expected Outcomes The most significant finding from this reanalysis that will be problematized in the paper is that student teachers learning strategies are heavily shaped by their examination tasks. The problematic thing with this is that these performative priorities seem to prevent student teachers from developing a deeper understanding of both their professional knowledge and their subject knowledge. This means that they, through examinations, are prevented from the access to a vertical discourse that could provide them with mechanisms for generating new knowledge beyond specific and isolated contexts and content (a horizontal discourse). Students was through examinations often steered toward the development of a horizontal knowledge structure which is problematic for them in their future work as teachers because of the fact that a horizontal form of knowledge is less assured and less ‘powerful’ than a vertical knowledge structure. A lack of access to a vertical discourse could amongst other things, lead to a professional teaching staff that can be easily manoeuvred into new boundary areas and also easily marketed. References Apple, Michael W. (2001). Markets, Standards, Teaching, and Teacher Education. Journal of Teacher Education, 52(3), 182-196. doi: 10.1177/0022487101052003002 Apple, Michael W. (2009). Can critical education interrupt the right? Discourse: Studies in the Cultural Politics of Education, 30(3), 239 - 251. Ball, Stephen J. (2003). The teacher's soul and the terrors of perfomativity. In S. J. Ball (Ed.), Education Policy and Social Class The selected work of Stephen J. Ball. Abingdon: Routledge Taylor & Francis Group. Beach, Dennis, Eriksson, Anita, & Player-Koro, Catarina. (2013). Forthcoming. Bender, German. (2013). TCO granskar: Lärarledd tid och kvalitet i den högre utbildningen. (TCO Review: Teacher-led time and quality in Higher Education). TCO granskar: Avdelningen f�r samh�llspolitik och analys, TCO. Bernstein, Basil (2003). Class, codes ans control. Vol. 4, The structuring of peddagogic discourse. London: Routledge. Eriksson, Anita. (2009). Om teori och praktik i l�rarutbildning : en etnografisk och diskursanalytisk studie [About Theory and Practice in Teacher Education. An Ethnographic and Discourse Analytical Study]. G�teborg: Acta Universitatis Gothoburgensis. Jeffrey, Bob , & Troman, Geoff. (2004). Time for ethnography. Brittish Educational Research Journal, 30(4), 535-548. Player-Koro, Catarina. (2012). Reproducing traditional discourses of teaching and learning mathematics [Elektronisk resurs] : studies of mathematics and ICT in teaching and teacher education. G�teborg: Department of applied IT, University of Gothenburg ; Chalmers university of technology. SOU 2008:109 En hållbar lärarutbildning : betänkande [Sustainable teacher education]. (978-91-38-23102-9). Stockholm: Fritze Retrieved from http://www.regeringen.se/content/1/c6/11/67/37/b4b3b355.pdf

  • 6.
    Eriksson, Anita
    et al.
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Performative priorities in teacher education2014In: Performativity in education. An international collection of ethnographic research on learners´ experiences. / [ed] Annette Rasmussen, Jan Gustafsson, Bob Jeffrey, E&E publishing , 2014, 45-67 p.Chapter in book (Refereed)
  • 7.
    Jonsson, Anna-Carin
    et al.
    University of Borås, School of Education and Behavioural Science.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Those who know more do not know more about how much they know2006Conference paper (Other academic)
  • 8.
    Player Koro, Catarina
    et al.
    University of Borås, School of Education and Behavioural Science.
    Beach, Dennis
    'Roll-out neoliberalism' through one-to-one laptop investments in Swedish schools2014In: Networked Together: Designing Participatory Research in Online Ethnography. Proceedings of the 3rd annual conference on Rethinking educational ethnography: researching on-line communities and interactions, Naples June 6-7, 2013 / [ed] Paulo Landrini, Andrea Maccarini, Rosanna DeRosa, CNR-IRPPS e-Publishing , 2014Conference paper (Refereed)
    Abstract [en]

    This paper calls for the need to better understand how the marketization of public sector in Sweden has changed the way policies are produced and translated in to action. Its aim is to contribute to and enable a debate about consequences of privatisation. It does so taking IT-education policy as a case and takes a point of departure in the most recent efforts made by government and educational leaders to push ICT into educational settings, in the so called one-to-one laptop initiatives. The aim of the paper is to discuss how the use of a methodological design that is a synergistic research design between social network analysis and ethnography, called network ethnography can be used to investigate how educational policy is being ‘done’ in new digital locations which involve new forms of social structuring that emphasize flows and mobility of people, capital and ideas.

  • 9.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Etnografisk studie: Vilken makt har den kulturella reproduktionen över lärarstudenters lärande? Reflektioner från en etnografisk studie2008Conference paper (Other academic)
  • 10.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Factors Influencing Teachers' use of ICT in Education2012In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 3, no 1, 93-108 p.Article in journal (Refereed)
    Abstract [en]

    This study investigates teachers’ attitudes to and beliefs about using ICT in education and proposes a model of how different variables are related to teachers’ use of ICT in classrooms. The model suggests that positive attitudes related specifically to ICT as a useful tool for teaching and learning and a strong sense of self-efficacy in using computers in education seem to influence the use of ICT the most. It is also suggested that positive attitudes to ICT generally do not seem to contribute very much to teachers’ use of ICT in classrooms. This is a surprising finding. The distinction between the importance of specific and general attitudes to ICT use and the emphasis on self-efficacy contributes to contemporary research. Self-efficacy and attitudes are suggested to be mutually related to ICT use.

  • 11.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    How do different modalities of pedagogical practices within teacher education shape student teachers? An empirical study of secondary mathematics teacher education2009Conference paper (Refereed)
    Abstract [en]

    This paper aims to show how ethnography is used to explore the pedagogical practice in teacher education, how it is structured, transmitted and acquired. It has two foci, which gives the paper a dual purpose: to identify and describe (even theoretically) a key substantive issue and to reflect on the use of ethnography in this. The empirical material is drawn from an ethnographic study where a group of students were followed 20 weeks during a mathematic course. The material discussed here, represents 20 hours of participants observations from lectures in mathematics, and 8 conversional interviews with students. The paper uses Bernstein’s concepts of code and the modalities of pedagogic transmission and acquisition, and his typology of vertical and horizontal discourse, to show how a strong classified and framed practice block student teachers from developing vertical knowledge structure in mathematics. The mathematic knowledge that students are subjected to takes more the form of a horizontal discourse and that is problematic for their professional development in that a horizontal discourses reduce student access to important forms of knowledge by which they can challenge tradition and consciously change their practice (Bernstein, 2000, 2003).

  • 12.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Hype, hope and ICT in Teacher Education. A Bernsteinian perspective.2013In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 38, no 1, 26-40 p.Article in journal (Refereed)
    Abstract [en]

    This article draws from ethnographic data produced inside mathematics teacher education in Sweden. It explores and makes visible the ongoing process of education during workshops in information and communication technology (ICT) laboratory contexts in which student teachers were working with spreadsheet applications on the computer. The main finding is that, contrary to the intentions to renew and revitalise education, ICT in use seemed to operate as a relay in the reproduction of traditional ways of teaching and learning. However, the investigation is not one of the failures of education to make use of ICT but one that tries to distance itself from the traditional enthusiastic rhetoric, with the ambition to contribute to a more realistic discussion. Bernstein's concept of pedagogical discourse has been used. One education setting has been studied in detail.

  • 13.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Hype, Hope and Reality, the paradox of ICT in education2010Conference paper (Refereed)
    Abstract [en]

    For 30 years there has been ongoing argument that developments of information and communication technology (ICT) will inevitably change education systems and practices. This innovation of education by using ICT-tools is often described as more or less self-evident with a naïve faith in the promises of new technology to enable teachers to make improvement in the content, the methods and the organisation of teaching and learning, with far-reaching influence on students’ skills and knowledge (Westera 2005; Nivala 2009). One example is ICT literacy defined as an important component in a set of generic skills that all citizens in the neo-liberal market society must possess (Kozma and Voogt 2003; Krumsvik 2009; Robertson 2003; De Castell, Bryson, and Jenson 2002). However, educational practices seem to have failed to live up to these utopian expectations and the process of integration of ICT has often been described as slow. Reasons for this lethargy has by many researchers been identified in various aspects of educational practice ranging from technical factors such as lack of technology and software in schools and the limited personal expertise of teachers in the use of ICT, to other factors, such as for example teachers’ beliefs, and knowledge about how to integrate ICT in teaching (Robertson 2003; UNESCO Launches ICT Standards Effort 2008; De Castell, Bryson, and Jenson 2002; Goktas, Yildirim, and Yildirim 2009; Govender and Govender 2009). The aim with this paper is to discuss how ethnographic methods can be used to make visible what educational technologies might offer for teaching and learning of mathematics. The paper offers critical considerations of the official discourse (described above), stemming from economic interests, exhorting the field of education to adopt and integrate information and communication technology (ICT), in teaching and learning. It calls for an alternative, reflexive and critical approach where questions about technology uses in education are emphasised. But the question is, what educationally, does ICT really offer for education? In the present study a group of student teachers were followed during 20 weeks of a mathematics course as part of a three and a half to four yearlong education. The course was followed in its entirely but the material discussed here represents participants observation together with conversional interviews with students from lab work where student teachers work with computers . One way of understanding the attractiveness of ICT for educational policy makers, is the way new technology is formulated in official discourse, by the society and its selected agents, where digital technology in many way defines society, and the position education has as a driving force of economic competiveness (Ball 2006). The argument for ICT use in education formulated in this discourse is rooted in economistic theorizing rather than in an educational theory (De Castell, Bryson, and Jenson 2002). The present study try to redress this imbalances. It uses Basil Bernstein conceptual framework about the construction of pedagogic discourse as a grammar underlying fields of production, recontextualisation and pedagogical practice. These theoretical concepts could be used to understand the process where dominant groups in society ideologically create unrealistic expectations about the effects of ICT use on teaching and learning. It does this through its concern with the intrinsic feature of pedagogic discourse, with the distinctive form and structure of what actually goes on the process of education (Bernstein 2000).

  • 14.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    ICT and Education. Overview of Research during 2000-2012: a critical perspective2011Conference paper (Refereed)
  • 15.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Marginalising students' understanding of mathematics through performative priorities: a Bernsteinian perspective2011In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 6, no 3, 325-340 p.Article in journal (Refereed)
    Abstract [en]

    This article draws from data produced during subject theory lectures and in conversional interviews with students from an ongoing ethnographic study of mathematics teacher education at a Swedish University. Using Bernsteins’ language of description of the pedagogic device the article describes how the aims of teacher education to re-contextualise mathematical education towards greater student subject knowledge is thwarted by a strongly classified and framed practice that obstructs student teachers from developing a vertical knowledge structure in mathematics due to performative priorities. The mathematical knowledge to which students are subjected takes more the form of a horizontal discourse and this is problematic for their knowledge development. A horizontal discourse reduces student access to important forms of knowledge by which they can challenge tradition and consciously change their practice.

  • 16.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Reproducing Traditional Discourses of Teaching and Learning Mathematics: Studies of Mathematics and ICT in Teaching and Teacher Education2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is primarily concerned with the effects of education for future teachers in the context of the Swedish teacher training (Government Bill 1999/2000:135 2000). It belongs to a theoretical tradition in which the education system is viewed as a key factor in cultural production and reproduction in educational practices through symbolic control (Apple 2009; Ball 2006; Bernstein 2000, 2003). Symbolic control defines how forms of social interaction affect what is possible to think, say and do in different situations. The thesis is focused specifically on student mathematics teachers learning to become teachers of mathematics. It has a particular focus on the materials used in this, the meanings given to these materials and the identities produced through the possible embodiment of these meanings. The use of different educational technologies, including in particular ICT, has been of special interest. It aims therefore to understand both how mathematical discourses are produced and reproduced in teacher education and how this colours student teachers’ views on mathematics and their professional identity (Bernstein 2000, 2003; Valero 2007). The main outcomes of my thesis are that through the way that mathematics is taught and learned, mathematics teacher education in practice reproduces traditional ways of teaching and learning. This in that mathematics instruction is built around a ritualized practice based on the ability to solve exercises related to an examined-textbook-based content. ICT use in this context is not transformative. Rather it seems as if teaching and learning with digital technology operate as a relay in the reproduction of traditional forms of education practice. This is contrary to the intentions to renew and revitalise mathematics education and the thesis thus suggests that there is a need to scrutinize the way new technology is formulated in official discourses and appropriated in educational work. Two other things are also noteworthy in the thesis findings. The first is an increased emphasis on formal subject content through recent policy developments. This re-emphasis reaffirms the value of authoritative subject studies content as the central and most important component in the professional knowledge base. On the basis of the finding from the thesis the logic of the reform may be questioned. Also important is the ICT discourse that is constituted in wider society by selected agents. In this discourse digital technology often in many ways defines (post)modern society and the position it and education have as a driving force toward economic competitiveness. An alternative, more reflexive and critical approach where questions about technology uses in education are emphasized is suggested as necessary.

  • 17.
    Player-Koro, Catarina
    University of Borås, School of Education and Behavioural Science.
    Why teachers make use of ICT in education2007Conference paper (Refereed)
    Abstract [en]

    This study investigates teachers in the Swedish ten-year compulsory school who use ICT (Information and communication technology) in their classroom practice. It poses and gives answers to questions about what is contributing most to explain why they choose to use computers and information technology in their work with students/pupils and uses multiple regression analysis in order to investigate the best pattern of predictive variables. A significant model emerged suggesting that teachers using ICT with students were interested in changing their classroom practice. They also felt self-efficacious in using computers in education and they have positive attitudes toward using ICT in education. The present investigation differs from other studies in that it examines teachers who already are using technology in their classroom practice and it could be seen as a building block in the development of knowledge about how teachers can become more competent and confident in using ICT in their pedagogical work in classroom practice.

  • 18.
    Player-Koro, Catarina
    et al.
    University of Borås, School of Education and Behavioural Science.
    Beach, Dennis
    University of Borås, School of Education and Behavioural Science.
    Roll-out neoliberalism: one-to-one laptop investments in municipality schools in Sweden2013Conference paper (Other academic)
  • 19.
    Player-Koro, Catarina
    et al.
    University of Borås, School of Education and Behavioural Science.
    Björkenvall Starrost, Christina
    Lindström, Berner
    Utvärderingsstudie av Jönköping kommuns satsning på informations-, och kommunikationsteknik i de kommunala gymnasieskolorna för att utveckla elevers lärande2012Report (Other academic)
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